Using Literature-Related Cooking Experiences to Foster The Development of Communication Skills

Students could put together a book with these recipes as well as recipes from their own families. If you could have a copy run off for every family, what a practical and long-lasting proof that would be of the mutual benefits of school and home sharing!

Frequent exposure to many types of children's literature is an important part of a total developmental reading program. To build an appreciation for literature, children should have a variety of experiences related to books. Many fine pieces of children's literature include food as a major part of the story theme, such as Blueberries for Sal by Robert McClosky and Mr. Rabbit and the Lovely Present by Charlotte Zolotow. This suggests the possibility of cooking experiences related to children's books, a valuable activity in school or at home.

Children learn best when representing and experiencing concepts through many different modalities. A cooking activity related to children's literature provides one with this opportunity. The book becomes alive through the medium of food. The end product is both tangible and enjoyable. Cooking related to stories is a way to excite and enthuse children about books. Through cooking, children also have the opportunity to be actively involved in learning. Communication skills are enhanced within this pragmatic context.

Communication Skills Developed
When students are given an assignment to find or create and then prepare an appropriate recipe for a particular piece of children's literature, they must apply and utilize many communication skills. The assignment uses a directed reading and thinking approach. The story is discussed prior to the reading. The food in the story is mentioned, along with the possibility of creating or finding a suitable recipe that correlates to the story. This helps to build interest and set the background and purpose for reading. Additionally, these activities aid comprehension since the students now have some expectations concerning what they are about to read. Children may also be asked to predict or suggest what they believe may be an appropriate recipe before the story is actually read. Listening comprehension is similarly encouraged and enhanced for children who are not yet able to read. Prior to reading the story to nonreaders, prepare for listening comprehension with discussions similar to those suggested for children who can already read.

Literature-related cooking experiences involve literal, inferential, and critical thinking skills. The literal facts and details of a story must be understood before a recipe can be appropriately selected or created. Inferential and critical thinking is required when children must problem-solve and make decisions as to the best recipe to suit the story theme. Study skills are utilized when students skim through cookbooks or use the table of contents or the index to find a recipe suitable for the story content. Notes are taken to share recipes with others. When the recipe is selected, it can be written on a large chart. This enables the children to become aware of the sequence of events and the directions they must follow in order to successfully prepare the food. Recipes have new words particular to cooking, such as knead, blend, dice, and pare. These words need to be defined and spelled, either by the teacher or through the use of the dictionary, thus contributing to spelling, vocabulary, and concept development.

Literature-related cooking experiences encourage children to communicate and further develop the complexity of their language. Research has shown that language development and reading success are closely related. Children discuss the theme of the stories and use the language found in the books. Students freely discuss the food they are preparing by comparing and contrasting textures, colors, and shapes. While listening to children preparing and tasting their own recipes, one might hear, "The lemon is sour and makes my tongue curl up on its edges;" "This pudding feels smooth and creamy in my mouth." As children use new language and descriptive terms, they will be increasing the vocabulary and syntactic complexity of their own language. Children are also eager to listen to their peers as they share ideas.

Thus far, the literature-related cooking experience has involved the children in all the communication skills. They have been reading, writing, using oral language, new vocabulary, listening, utilizing study skills, thinking critically through, problem solving, creating, and making decisions. Teachers spend a great deal of time teaching skills that help children to become independent, competent readers. After direct instruction, students must have the opportunity to use and practice these skills. Cooking gives the child the opportunity to practice and develop many of the skills necessary to become a fluent reader through an interesting, meaningful and practical context.

Other Content Area Skills
Many skills are utilized in literature-related cooking: social interaction takes place, math skills are used, and scientific discoveries are made.

Social studies skills are encouraged since cooking needs to begin with a set of rules, which might include safety precautions, cooperation, and clean-up requirements. These rules can be formulated by the class and written on a chart that is posted. Students also learn to share responsibilities as they work in groups.

Cooking utilizes math skills since it required knowledge of measurement; for example, what constitutes a cup, teaspoon, or ounce. It allows the teacher to use metric measurements in real situations. Calculations are used throughout the preparation of food, especially if the recipe needs to be increased to serve a large group.

Scientific discoveries are made and opportunity is provided for children to observe how foods can be changed into different shapes and consistencies.

These content area skills, coupled with the communication skills previously mentioned, tend to make literature-related cooking experiences an excellent interdisciplinary activity, a basic tenet of good teaching. Literature-related cooking can become a regular classroom experience with new units of instruction and with activities for different seasons and holidays. Choose literature that is appropriate for topics of study and has food as a major part of the story theme.

Planning Literature-Related Cooking Experiences
Cooking experiences related to literature can be incorporated with topics being discussed in the classroom and with all units of study. To introduce children to literature-related cooking, read a story to the class that includes food as a major part of the story theme. Select stories that relate to a current topic of discussion. Allow the class to discuss the type of food they could prepare, based on the food mentioned in the book. Cookbooks may be consulted for ideas or exact recipes. Decide upon an appropriate recipe and write it on a chart. The children copy the chart into a notebook or on an index card, which becomes a part of a year-round literature cookbook. The following is a recipe for the story Mr. Rabbit and the Lovely Present by Charoltte Zolotow. The food in the story motivated the creation of the recipe. The format for the recipe provides a sample outline that has been used by children for recording recipes in a literature cookbook.

Sample Recipe for Literature Cookbook
Book: Mr. Rabbit and the Lovely Present
Author: Charlotte Zolotow
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Story Summary: A little girl, trying to decide upon a birthday present for her mother, asks the help of a rabbit. Together, they decide upon an apple, banana, pear, and grapes for the present.

Recipe: Mr. Rabbit's Fruit Ambrosia - Ingredients for 6 servings

• 2 bananas


• bunch of seedless grapes


• 2 apples


• 2 pears


• 2 cups of shredded coconut

Directions: Peels and cut bananas, apples, and pears into small slices. Cut grapes in half. Arrange alternate layers of bananas, apples, pears, and grapes in clear plastic or glass serving dishes. Sprinkle each layer with the coconut, including the top. Chill and then serve immediately. If need to make ahead of time, squeeze lemon juice on fruit to prevent discoloration.

Before beginning the food preparation, students should be divided into small groups so that everyone has the opportunity to actively participate. When the children are in their groups, review safety rules as well as clean-up requirements. The sequence of cooking steps are read from the recipe chart and responsibilities for each part are assigned.

To help you provide cooking experiences related to current classroom topics regularly, a bibliography of children's literature has been listed according to seasons. The books were selected because they have food as a major part of the story theme and can motivate the creation or selection of recipes.

Then we need to create opportunities for students to interact peacefully among themselves. Cooperative learning is one great way. In addition to its many benefits for students, cooperative learning has been proven successful in reducing prejudice among students. Apparently the focus on a common goal helps override emphasis on individual differences. As you think about prejudice reduction, ask yourself if there are children in your class who are marginalized by other children. If so, why? Ask yourself what you can do to eliminate the problem. Our students look to us for reinforcement. Your positive interaction matters.